BURNING QUESTIONS??? Post any questions you may have as you continue to explore the concept of PLCs.
Will we as a staff have a say in our PD? According to a newsletter from NJEA, "Professional development activities must tie into school goals and be based on the needs of students and teachers. Now, professional development experiences can also include "collaborative learning experiences in school district level teams."
Will the PLC's for next year be organized by subject area?
How will PLCs be effective in our school when members are not committed since "This too shall pass", support from each other, the administration, parents, and students is lacking, and there is no scheduled time, or possibility of it considering scheduling problems and teacher-student ratios? Have the "policy makers" within and out of the district considered what needs to be fixed first in order for this to work and do they, as well as we, have the stamina to see it through?
In the wake of yesterday's faculty meeting, how can we effectively bring the small group PLC's together to work towards common school goals as a whole school PLC?
How can we properly schedule our special education teachers so they are scheduled to be on a team and not spread too thin by having to be accountable for students in three or four grade levels? (Being responsible for only two grade levels would be ideal)
How can we effectively meet as a group to unify and set our specific school's PLC goal(s)?
When will the technologic capabilities meet up with the activities we are asked to do?
Can PLC's include all staff or just teaching faculty?
BURNING QUESTIONS???
Post any questions you may have as you continue to explore the concept of PLCs.
Will we as a staff have a say in our PD?
According to a newsletter from NJEA, "Professional development activities must tie into school goals and be based on the needs of students and teachers. Now, professional development experiences can also include "collaborative learning experiences in school district level teams."
Will the PLC's for next year be organized by subject area?
How will PLCs be effective in our school when members are not committed since "This too shall pass", support from each other, the administration, parents, and students is lacking, and there is no scheduled time, or possibility of it considering scheduling problems and teacher-student ratios? Have the "policy makers" within and out of the district considered what needs to be fixed first in order for this to work and do they, as well as we, have the stamina to see it through?
In the wake of yesterday's faculty meeting, how can we effectively bring the small group PLC's together to work towards common school goals as a whole school PLC?
How can we properly schedule our special education teachers so they are scheduled to be on a team and not spread too thin by having to be accountable for students in three or four grade levels? (Being responsible for only two grade levels would be ideal)
How can we effectively meet as a group to unify and set our specific school's PLC goal(s)?
When will the technologic capabilities meet up with the activities we are asked to do?
Can PLC's include all staff or just teaching faculty?